This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
Learning/Thinking Styles and Multiple IntelligencesCRISANNJUMAWID
This document discusses different learning styles and preferences including sensory preferences, thinking styles, and brain hemisphere dominance. It describes visual, auditory, and tactile/kinesthetic learners and their preferences for visual, auditory, or hands-on sensory input. Within visual and auditory learners, it further distinguishes between visual-iconic vs. visual-symbolic learners and listener vs. talker learners. It also discusses left brain vs. right brain dominance and how people tend to prefer analytic or global styles of thinking. The goal is to understand individual differences in how people best process and learn information.
The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
This presentation is about the Global Teachers Knowledgeable of K to 12 Program of Various Countries in the World.
i hope that this might help you in your class reporting.
The document summarizes key aspects of the K-12 education program in the Philippines. It discusses that the program covers kindergarten and 12 years of basic education, broken into primary, junior high, and senior high school levels. It aims to provide sufficient time for students to master concepts and skills and prepare them for tertiary education or employment. Some key points covered include subjects taught at each level, inclusion of mother tongue instruction, integration of sciences, and addition of senior high school tracks for specialization.
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
This document amends sections of the Philippine Teachers Professionalization Act of 1994. Key amendments include:
- Allowing bachelor's degrees in education or arts/sciences with 18 units in professional education to qualify teachers for secondary grades.
- Requiring professional teachers who have not practiced for 5 years to take pedagogy and content courses before practicing again.
- Allowing those who failed the licensure exam by less than 5% to obtain special permits to work as para-teachers in shortage areas.
- Changing references to the "Department of Education, Culture and Sports" to the "Department of Education".
The document provides a history of children's literature from its early beginnings in Anglo-Saxon times to the late 19th century. It traces the evolution of children's books from early religious texts and primers to illustrated books, picture books, fairy tales, and finally realistic stories about children's everyday lives. Some of the key developments mentioned include Aldhem of Malmesbury writing early lesson books for children in Latin, the popularity of chapbooks and New England Primers in colonial America, Jean-Jacques Rousseau's advocacy of education through experience, the Brothers Grimm collecting and recording fairy tales, Lewis Carroll's Alice's Adventures in Wonderland, and Louisa May Alcott's Little Women series. The document outlines the growing genre
Traditional assessment and non traditional assessmentJuniel Tumampos
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
This document provides a history of education in the Philippines from pre-Hispanic times up until the present day. It outlines the major developments and changes that occurred under different occupying forces and governments. Some key points include:
- Education was traditionally informal and practical during pre-Hispanic times.
- The Spanish established the first formal school system from 1521-1896, but it was uneven and focused heavily on religion.
- During the American occupation from 1898-1946, they secularized schools and emphasized subjects like English, science and democracy.
- The Japanese briefly controlled education from 1941-1944 and aimed to promote Japanese language and culture.
- Since independence, the government has aimed to establish an integrated, nationalistic
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)JASMIN ROXAS
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
The EDCOM report assessed the state of education in the Philippines and found several issues including low investment, disparities in access, low achievement, high dropout rates, and an ineffective organizational structure. It recommended reforms such as prioritizing basic education, using the mother tongue as the language of instruction, expanding technical education, strengthening teacher education, and restructuring the Department of Education. Several laws were subsequently passed to implement the EDCOM recommendations, including the establishment of the Commission on Higher Education to oversee tertiary education and the Technical Education and Skills Development Authority.
The document discusses the curriculum during the Philippine Republic, which was formed after the 1898 Philippine Declaration of Independence. Different experiments were used in the curriculum during this time period. There was a focus on using the vernacular as the medium of instruction, as well as increasingly using instructional materials that were Philippine-oriented to promote appreciation of Philippine culture and industry. The curriculum also saw revisions to subjects like social studies, sciences, language arts, and arithmetic. Vocational education and schools were introduced. Teaching methods emphasized teaching students how to learn and think independently, and could be subject-matter centered, student-centered, or community-life centered.
In these slides you will learn the other alternative mode of teaching-learning to those who are underserved and unreachable children living in a far flung barangays being offer by the DepEd.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
This document contains a practice test for a special education exam with multiple choice questions and answers about teaching students with learning disabilities and behavioral/emotional disorders. The test covers topics like characteristics of students with learning disabilities, research on brain damage and learning disabilities, eligibility for learning disability services, strategies for helping students in biology class, and inclusion of students with disabilities in class activities.
Tour guides in Colorado use pigeons to carry photographs from cameras downriver to their office. In the past, people used pigeons for communication hundreds of years ago. The pigeons take the cards from the cameras to the office in just 20 minutes, which is less time than using cars. When the tourists return to the office, they can see their printed photos.
The document discusses special education and exceptional children. It defines special education as an attempt to educate exceptional children according to their needs, capacities, interests and potentialities using special techniques, materials and efforts. It notes that exceptional children differ significantly from average children in their mental, physical, emotional or social characteristics and may require modified environments or special educational services. The document then provides a brief history of special education and services for various types of exceptional children.
This document provides a review for a special education certification exam. It contains multiple choice and fill-in-the-blank questions about various topics in special education including types of assessments, disabilities, and data collection methods. The questions cover areas like performance assessments, psychoeducational assessments, specific learning disabilities, emotional disturbances, and checklists, interviews, and records/reports as ways to gather student data.
LET Practice test in Professional Education-principles and strategies in teac...University of Santo Tomas
The document provides a practice test for the LET Professional Education exam covering principles and strategies in teaching, including 20 multiple choice questions testing knowledge of different teaching methods like field trips, case studies, and lectures. An answer key is provided after the questions. Background information is also given on the author, Mr. Crisencio M. Paner, who has extensive experience as a teacher and researcher.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
The document appears to be a review test covering topics in special education. It includes multiple choice questions about laws, acts, individuals, and milestones related to the education of people with disabilities. Key figures mentioned include Eduard Seguin, who developed teaching methods for children with intellectual disabilities, and Alfred Binet, who created one of the first intelligence tests. Dates referenced include the 19th century for early systematic education efforts and the 20th century for recognition of rights and mainstreaming of students with exceptionalities.
Women's rights in Saudi Arabia are limited by strict Islamic laws and customs. Women require male guardians for many activities and are subject to laws enforcing sex segregation in public. They have few employment opportunities outside the home and are banned from certain fields of study. While some reforms have allowed greater participation in politics and identification cards, women still face obstacles in areas like inheritance, child custody after divorce, and lack legal protections against domestic violence. Punishments for "moral" crimes like mingling with unrelated men can be harshly enforced on both men and women.
Meeting the need of children with special needsangelasiulingma
Kaitlyn and Kianne are 5-year old identical twins who have been diagnosed with cystic fibrosis. Their mother recently quit her job to care for them full-time due to concerns about their chronic disease, financial situation with loss of income, and feeling overwhelmed by medical appointments. The twins will be entering kindergarten in the fall. Cystic fibrosis is a genetic disease that affects the lungs and digestive system. There is no cure and treatment focuses on managing symptoms. The family may benefit from support from early childhood educators, healthcare professionals, and community resources.
Wilson joined the Red-Headed League, an organization in the 22nd century that hired people with red hair. After his work with the League ended, Wilson started a small coin business out of his home. Members of the League were asked to post answers to questions about Wilson's work and new business on a website.
This document contains an English exam for the second term of the eighth grade. It includes sections on language functions, reading comprehension, writing and usage, and punctuation. The language functions section contains incomplete dialogs and mini-dialogues to be filled in. The reading comprehension section includes matching exercises and questions about short passages. The writing and usage section contains multiple choice questions testing grammar and vocabulary. The final section involves punctuating sentences correctly. The document provides a practice exam assessing various elements of the English language.
The document provides a review test on assessment in special education. It contains 41 multiple choice questions covering topics such as intelligence tests, norm-referenced vs criterion-referenced testing, the Individualized Education Program, standard deviation, definitions of mental retardation, purposes of case-finding, and assumptions that must be met for assessment to be valid. The review test aims to assess understanding of key concepts in assessing students with special needs.
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
This document provides teaching instructions for lessons on Sir Arthur Conan Doyle's short story "The Red-Headed League". It summarizes the key events in Chapter 1 of the story:
1) Mr. Jabez Wilson visits Sherlock Holmes to ask him to solve a mystery. Holmes deduces details about Wilson's background that surprise him.
2) Wilson explains that he owns a small shop and was shown an advertisement for a job with the mysterious Red-Headed League by his assistant Vincent Spaulding.
3) Wilson and Spaulding visit the League and Wilson is unexpectedly offered the job of copying an encyclopedia for several hours a week, which would provide much-needed income.
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
Click to have an interactive version of this reviewer
http://preofery.com/27lV
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
This document outlines the K to 12 mathematics curriculum guide for the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, course description, learning area and grade level standards, time allotment, and sample content for Grade 1. The goals are critical thinking and problem solving. Key concepts covered include numbers, measurement, geometry, patterns and algebra, and statistics. The curriculum is supported by theories of experiential learning and constructivism.
The document provides an overview of the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It outlines the conceptual framework, core learning area standards, key stage standards by grade level, sequencing of domains/strands per quarter, and spiralling of concepts from Grades 3 to 10. The goal is to develop scientific literacy among learners to prepare them to make informed decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
K TO 12 GRADE 4 TEACHER’S GUIDE IN SCIENCE (Q1-Q4)LiGhT ArOhL
The document states that all rights are reserved for a DepEd material and that no part of the material may be reproduced or transmitted without permission from the DepEd Central Office. It indicates that it is the first edition from 2015.
Social science coverage and let questionsGlenn Rivera
The document provides information about the coverage of the Licensure Examination for Teachers in the subject area of Social Science. It states that Social Science accounts for 25% of the exam and includes 9 topics that range from 2-5% each such as Philippine Government, History, Economics, Society and Culture, Rizal and other Heroes, Philosophy, Arts, Psychology, and Information and Communication Technology. It then provides more details on the coverage and percentage allocation for each of the 9 topics. The document concludes by providing 17 sample questions that appeared in the September 29, 2013 LET exam in Social Science.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
This document provides an overview and assessment of several instruments used to measure behavioral and emotional status, including behavioral rating scales, classroom/home behavior instruments, social skills instruments, and attention deficit disorder instruments. It summarizes the purpose, technical characteristics, scores yielded, and suggested uses of various instruments such as the Achenbach System of Empirically Based Assessment, Behavior Rating Profile-2, Behavioral and Emotional Rating Scale, Attention Deficit Disorders Evaluation Scale-2, and Connors Rating Scales-Revised. In general, many of the instruments have adequate reliability and validity for screening purposes, though should not be used alone for diagnostic decisions.
Psychological testing is used to assess domains such as intelligence, achievement, personality, and psychopathology. Tests are administered within a clinical context to answer referral questions about an individual's intellectual, psychological, emotional, behavioral, or social functioning. Common intelligence tests include the WAIS-IV, WISC, and WPPSI. Achievement tests evaluate academic skills. Adaptive behavior scales are used to diagnose intellectual disabilities. Depression and anxiety scales are frequently administered in medical settings.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
This document summarizes physical, cognitive, social and emotional development during middle and late childhood from ages 6-12. Key points include improvements in motor skills and coordination; risks of obesity, accidents and learning disabilities; importance of friendships and developing self-esteem; challenges of transitioning to elementary school; and strategies for improving education for students from diverse backgrounds.
3.2 Students With High Incidence of Disabilities PPt-F.pptnoel50
This document provides information about students with high-incidence disabilities. It discusses emotional disturbance, mental retardation, and specific learning disabilities. For each disability, it defines the term, provides facts and characteristics, and suggests classroom strategies. The document is from a training course for educators on supporting students with high-incidence disabilities. It aims to help teachers understand and work with students who have emotional/behavioral disorders, intellectual disabilities, or learning disabilities.
This document provides an overview of topics to be covered in a course on exceptionalities, including multiculturalism, identification processes, and families. It notes that representation of certain racial groups is disproportionate among some disability categories. Boys significantly outnumber girls in being identified for disabilities overall. Proper evaluation and identification is important and must be conducted without bias using valid methods. Response to Intervention is an alternative approach to identifying learning disabilities that examines student response to instructional interventions. Families are important members of the identification and planning process.
This document discusses slow learners, who are children with IQs between 70-90 who learn at a slower pace than average. Slow learners have low academic achievement compared to peers. Several factors can contribute to a child being a slow learner, including family intelligence, economic conditions, personal issues, and environmental factors. Teachers, parents, social workers, counselors, and psychologists should work together to identify slow learners using methods like observation, case studies, assessments, intelligence tests, and medical exams. With the right support tailored to their needs, slow learners can succeed.
This document provides an overview of assessment in special education. It discusses that the primary assumption of assessment is that all children can learn and communicate. The purposes of assessment include screening, eligibility determination, IEP development, instructional planning, and evaluation. Assessment involves both formal and informal methods as well as formative and summative approaches. Test results should be understood in terms of descriptive statistics, stanines, percentile ranks, and developmental scores like age equivalents. Federal law provides provisions regarding nondiscriminatory and valid assessment practices. The document reviews understanding assessment results and defines levels of performance.
This document provides an overview of informal classroom assessments using the ECCD checklist and Phil-IRI reading assessment tool for grades K-3. It discusses that assessment is essential for understanding student learning and planning instruction. Informal assessments like observation, oral presentations, journaling, and games are described as casual, non-graded tools to identify student strengths, weaknesses and guide lesson planning. The ECCD checklist and Phil-IRI assess child development and reading in 7 domains and are designed to identify learning delays or difficulties among young students.
This presentation addresses twice exceptional learners. It includes characteristics of twice-exceptional learners, testing of gifted and twice-exceptional learners, services for twice-exceptional learners, including Least Restrictive Environment (LRE), and
modifications and accommodations for the learner as specified in the individualized education plan
This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document discusses learning disabilities, including definitions, causes, types, and assessment procedures. It defines learning disabilities as problems affecting the brain's ability to process information that make it difficult for students to learn as quickly as others. Common types of learning disabilities include dyslexia, dyscalculia, and dysgraphia. Learning disabilities can be caused by genetic and biological factors as well as accidents or illnesses. Early identification and assessment involve screening, gathering information from parents and teachers, testing students' cognitive abilities and academic skills, and determining if there is a discrepancy between potential and performance.
This document provides an overview of psychological assessment tools used to evaluate patients exhibiting behavioral symptoms. It describes:
1. Psychiatric evaluations which include taking a patient history, mental status examination, and depression rating scales.
2. Intelligence tests like the WAIS and WISC which measure a patient's innate learning potential, and achievement tests which evaluate subject mastery.
3. Objective personality tests like the MMPI and MCMI which use true/false questions, and projective tests like Rorschach and TAT which analyze patient interpretations.
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Properties of intelligence, giftedness, & intellectual disabilitiesMichelleWithrow1
This document discusses properties of intelligence, giftedness, and intellectual disabilities. It defines intelligence as the ability to solve problems and adapt based on experiences. It describes early intelligence tests like the Binet Tests and Wechsler Scales. Theories of multiple and emotional intelligence are outlined. Research shows intelligence is distributed across brain regions. Genetics and environment both influence intelligence. Characteristics and education of gifted children are covered, as well as domain-specific giftedness. The document also defines and describes types of intellectual disabilities and levels of support needed.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
1. TRINITY UNIVERSITY OF ASIA<br />COLLEGE OF EDUCATION<br />LET REVIEWER ON ASSESSMENT IN SPECIAL EDUCATION<br />Direction: Encircle the letter of the correct answer.<br />This intelligence test was first developed in 1905 following the request by the Minister of Public Instruction in Paris, France, to devise a method of differentiating between normal children and those with mental retardation. This test is considered the grandfather of all intelligence tests. What is the name of this test?
9. There will always be persons with disability in a normal distribution, as there are gifted.
10. The incidence of a disability, at one time, may influence the distribution of characteristics like intelligence, in the bell-shaped curve.
11. Sarah’s IQ based on Wechsler Intelligence scale for children is 84, which is between one and two standard deviations below the mean of 100. In 1973, the American Association of Mental Retardation moved to two standard deviations as the upper limit on IQ in defining mental retardation. Which statement best answer whether Sarah is qualified for special education service?
32. A measure of the amount that an individual score differs from the average.
33. percentage of difference between the average score of a group of people and how the individual performed in comparison with that average.
34. the measure of how different the scores are from one another
35. a statistic that is constant, regardless of standardized tests used
36. The American association on Mental Retardation (AAMR) recommends using IQ levels below 70 on the Wechsler Intelligence scale for Children-Revised a the criterion for “significantly sub average general intellectual functioning.” An IQ of 70 is 2 standard deviations below the average or mean What does the mean when defining mental retardation?
37. A child with an IQ of 80, who is academically failing in class, does not meet the criterion of mental retardation.
38. In a group of 100 students that is normally distributed, approximately 2 students score above this level.
39. The IQ score of 70 or below is the major criterion for mental retardation.
40. At the opposite extreme, an IQ that falls at 2 standard deviation above the mean would be that of the gifted.
41. The American association on Mental Retardation (AAMR) divides the intelligence Quotient (IQ) based on the WISC-R into 4 levels of retardation. The standard deviations and range of IQs for successive levels of mental retardation are as follows:
88. Three of the following questions are usually asked by a special education assessment team about a child suspected of having learning disability and referred for special education services by regular classroom teachers. Which question is irrelevant?
89. Is there a large discrepancy between ability and achievement?
106. The student assessed has the same ethnic background as the students in the normative sample.
107. We use The Peabody Picture Vocabulary test with Filipino school children because we speak English.
108. When we say that “behavior sampling” of a test is adequate, we mean the following, EXCEPT:
109. A test on computation in the four basic operations would be an adequate measure of overall math skills.
110. If we want to test the students’ spelling skills, we give a representative number of words to spell.
111. A test must have an adequate sampling of behavior to assist in decision-making process.
112. There is an assumption that a test measures what its authors claim it measures.
113. The school psychologist and the special education teacher would likely recommend the use of the Vineland adaptive Behavior Scale in the diagnosis of___________________
118. Which of the following assessment results is generally the most useful when making decisions about what to teach and how to teach a student with mild mental retardation?
123. Three educators , in separate works, regrouped the subtests of WISC-R results to make interpretation useful for instruction. Which regrouping of WISC-R subtests are NOT correct?
128. Which Standardized test defines intelligence in terms of an individual’s style of solving problems and processing paradigm derived from both neuropsychological and cognitive theories.
142. picking up objects, build block towers, trace paths through a maze, reconstruct designs from memory, or copy geometric designs. A. Generalization<br /> B. Discrimination<br /> C. Motor behavior<br />General information
143. This involves intelligence test items that that ask the student to identify which of several response options goes with the stimulus; the student may be asked to do simple matching or do classification with items that are either figural, symbolic, or semantic in content.A. Generalization<br />Discrimination
146. This involves intelligence test items that that ask the student to name pictures or point to objects in responses to words read by the examiner; in some tests, the students required to produce oral definitions of words or select one of several words to match the definition.A. General information<br />Vocabulary
149. In this type of test, the student is asked to note the progressive relationship among the items. The student must identify a response that continues the relationship.
164. Raw score earned by the student with special needs in a standardized test are not as important as knowing his/her relative standing compared to the normative sample or norm group. Thus, the test administrator s these raw scores into comparable units.What do you call these comparison score?
169. Suppose the average performance of a ten year-old childrenin an intelligence test was 31 correct answers. Suppose further thart Rogelio, who was 14 years and 2 months old, answered 31 items correctly. The following are correct interpretations of the assessment result, EXCEPT:
170. Rogelio answered as many questions as correctly as the average of 10 year-old children.
172. An age equivalent means that Rogelio’s raw score is the average/meadian or mean performance for the age group.
173. As a result of assessment, Rogelio could be placed class of 10-year-old students.
174. These are derived scores that indicate the percentage of people or scores that occur at or below a given raw score. What do you call this derived score?
179. “Using a technically adequate test for the wrong purpose is using the wrong test.” Which of the following malpractices in assessment does NOT apply to this quotation?
180. Using the Peabody Picture Vocabulary test to measure global intelligence of a child with learning disabilities.
181. Using an achievement test that does not reflect the content of the cuerriculum.
182. Administering a test designed for children with chronological ages of 3 to 8 to a child who is 12 years old but who has a mental age og 5.
183. Academic progress of children is decided by a technically good achievement test that follows the general standard curriculum.
184. Only present behavior is observed on scores obtained from standardized tests of interests, abilities, and achievement. When using a technically adequate test, this assumption is _________
189. Even when tests are properly administered and scored, testing can still go wrong in the interpretation of results. In interpreting the test performance, we shoud remember the following advice, EXCEPT:
190. A good norm-referenced test can rank students only in terms of their current relative performance of certain behaviors.
192. Teachers can observe mental retardation or giftedness using an intelligence test.
193. Teachers cannot observe performance that are not tested or the reasons why a student performed in a cetain way.
194. This scoring system was developed in the early 1950s to measure the effect of various complications of labor and delivery on the heart rate, respiratory effort, muscle tone, gag reflex, and body color of the new born infant.
199. A person was assessed to have a visual acuity of 20/200 in the better eye with correcting lenses. Which statement does NOT necessarily follow when referring to this assessment result?
200. The person is blind according as defined by the American Medical Association.
207. Does the child have the level of intellectual ability needed to perform at the expected leve?
208. At what level is the child performing in reading, spelling, writing and math?
209. Applying a process analysis in spychoeducational evaluation, differences among students may be determined by comparing one’s student’s performance with that of other members of the population who are of the same age. What do you call this comparison?
214. Intraindividual dofferences are variations that exist within a single individual’s performance in a standardized test. The term intraindividual differences would mean the following, EXCEPT:
215. Result shows the unique patterns of stregnth and weaknesses in the student’s personal performance.
216. It is demonstrated by a student who processes the visual stimul subtest easily, but experiences difficulty processing auditory stimuli.
217. Profile provide certification tha a student deviates sufficiently from that of his peers, so that inclusion ina special program is justified.
223. It can provide reassurance that the fetus is unlikely to be affected.
224. This assessment strategy is used for the purpose of providing a picture of the student’s presenting problems as perceived by the informant. The strategy uses a list of specific questions resented by an interviewer to elicit information from an informant.
229. This assessment strategy focuses in student performance and the outcomes of learning. It evaluates meaningful, real-wold tasks using multiple performance indicators such as work or writing samples, speeches, artwork, videotapes, etc.
234. What standardized intelligence test was normed on different groups of white, Hispanic, African-American, Native American, and Asian-American children in addition to a population of individuals with disabilities? This test also minimizes a student’s verbal skills in reponding to test items.
243. Which students have mastered a given skills?Reference:<br />Mercedes P. Adorio, Ph. D. LET Primer and Reviewer on Special Education<br />Prepared by: Encarnacion T. Francisco<br /> Faculty,College of Education<br />